26:T45d,

The experience of interbeing – or a deep, authentic feeling of the continuum between our inner-selves, each other and the natural world – gives a profound sense of interconnectedness. Teachings of interbeing have roots in ancient knowledges yet offer insight into how we might respond collectively and purposefully to the challenges of today. It is also proposed as a core meta-competency contributing to resilience and wellbeing for young people, creating a sense of unity in response to fragmented and technologically mediated environments. This article explores what learning activities and environments support experiences of interbeing and how these might be integrated into secondary school education, focusing on transformative, place-based learning. We present findings from participatory action research in an Australian secondary school undertaken as a pilot program focused on building resilience and wellbeing for students – and contribute ideas for transformative learning practices that support resilience in the face of uncertain futures.

27:T4b3,

Due to the COVID-19 pandemic, several educational institutions were thrust into a forced culture change as learning, teaching, and assessment moved from traditional face-to-face (F2F) instruction to remote delivery with a profound effect on pedagogy. This paper uses transformative learning theory to explore various aspects of academics’ transition from face-to-face to remote teaching. Findings from an online cross-sectional survey of academics in higher education institutions (n = 95) indicate that academics were confronted with a disorienting dilemma that challenged previously unquestioned teaching experiences, beliefs, and values upon transition to remote teaching. This was followed by reflection, adoption, and implementation of different modes of instructional delivery. The results indicate statistically significant differences in critical reflection, openness, and teaching differently based on race. As higher education institutions transition to a “new” phase of instructional delivery, re-thinking professional development and support for the transformed academic in a new operating environment that remains prone to disruptive events becomes imperative.